In this study, a survey is conducted to examine learners’ perceptions and satisfaction towards blended learning environments designed around the transactional and transformational approaches of learning theories in a blended course in the College of Arts & Sciences, Al-Namas, the University of Bisha, Saudi Arabia. The study aims to evaluate students’ perceptions and preferences towards the three components of a blended learning environment: multimedia learning materials, assessment, and interactive activities. A mixed-method of research design is used to collect the data. Quantitative data is collected in the form of 12 Likert items in which 22 Saudi students are asked to evaluate their learning experiences in three categories of the blended learning environment. These categories are multimedia learning materials, assessment, and interactive activities in a blended course on Blackboard, a virtual learning platform used by the University of Bisha to support on-line learning. The researcher’s observation is used to decode, and explain the responses of the participants qualitatively. The result reveals that learners prefer illustrated text materials to video, plain text and audio materials, flexible assessments to non-flexible assessment, and embedded communication tools like WhatsApp, blogging, wikis, collaborative activities, and discussion forum.

中文翻译：

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沙特阿拉伯学生对沙特阿拉伯比沙大学混合学习环境的看法

在这项研究中，进行了一项调查，以检查学习者对混合式学习环境的看法和满意度，这些环境围绕学习理论的交易和转换方法在比沙大学 Al-Namas 艺术与科学学院的混合课程中设计，沙特阿拉伯。该研究旨在评估学生对混合学习环境的三个组成部分的看法和偏好：多媒体学习材料、评估和互动活动。研究设计的混合方法用于收集数据。定量数据以 12 个李克特项目的形式收集，其中 22 名沙特学生被要求评估他们在三类混合学习环境中的学习经历。这些类别是多媒体学习材料、评估、以及 Blackboard 混合课程中的互动活动，Blackboard 是 Bisha 大学用于支持在线学习的虚拟学习平台。研究人员的观察被用来定性地解码和解释参与者的反应。结果表明，学习者更喜欢插图文本材料而不是视频、纯文本和音频材料、灵活的评估而不是非灵活的评估，以及嵌入式通信工具，如 WhatsApp、博客、维基、协作活动和讨论论坛。